Justice and Compassion in the Amish Community Lesson One: Taking a Look at Violence 1.Central Concepts: a.Violence does not bring peace. b.Societies carry and foster different values. 2.Specific objectives: The purpose of this lesson is to have students begin thinking about the concept of violence. What does it mean to them? To others? To society? How is violence portrayed in their own communities? In media? In society in general, etc? 3.Literacy skills and strategies used and developed: a.Students will begin will out a KWL (what do you know, what would you like to know, what have you learned) chart in regards to their own individual beliefs on violence, societies view of violence, etc. b.Students will examine traditional literature texts, movies, and media clips (print and non-print) for violent stories, scenes, etc. c.Students will begin generating a “What I Believe” theory over how they personally feel towards violence in all aspects of community and society. 4.Cultural beliefs, values and perspectives that might impact the learning of these concepts and how the lesson addresses this potential impact: Students who may have a strong religious background may have a very different take on students who do not. Likewise, students who may have a more prejudice view on society may have a more violent outlook. Each of these views will be fostered and discussed in the classroom discussion so that each voice is equally heard and understood. 5.Step by step description of engagement process: i.KWL—What do students already know and believe about violence, violence in their communities, violence on television and in the movies, violence in print (newspaper, books, etc.), violence in the world, etc. ii.Students will break into small groups to discuss their initial personal views and beliefs about violence in society and in their own personal community (school, home, etc.) iii.Students will be given various books, movies clips, media clips, etc to examine and discuss with their groups in terms of how those books, movies, media clips, etc. portray violence. With their groups, students will discuss the affect of violence on society and community. iv.Students will engage in a class wide discussion of violence (almost in a lit study like session with personal beliefs and the previously viewed clips serving as the basis of the literature), what it is, what it means, how it is portrayed, etc. Teacher will act as meta-listener, recording students’ initial reactions, thoughts, beliefs, etc. v.Students will conclude this lesson having a firm understanding of how the presently and personally feel about violence. They will begin to formulate their “I Believe” charts to be referred to at the end of the unit. 6.Meaningful assessment tied to concepts and purpose: a.Assessment will be tied to how well students participate in discussion, examination of books and movie clips, participation in small groups, and beginnings of the “I Believe” chart. b.Assessment will be tied to the concept and purpose of this lesson through the student discussion of different views of violence, understanding that there are different social and cultural perspectives of violence, and the further learning of what students want to know. 7.Materials and resource list: a.Local community newspaper and one or two other big state newspapers (Dallas Morning News, Tulsa World, etc.) b.Any Disney movie (The Little Mermaid, Bambi, Snow White, etc.) c.CNN news clips pre-recorded or found online if needed d.Violent video games (Mortal Combat, etc.) e.Violent traditional literature (Hansel and Gretel, Little Red Riding Hood, etc.)
Lesson One: Taking a Look at Violence
1. Central Concepts:
a. Violence does not bring peace.
b. Societies carry and foster different values.
2. Specific objectives: The purpose of this lesson is to have students begin thinking about the concept of violence. What does it mean to them? To others? To society? How is violence portrayed in their own communities? In media? In society in general, etc?
3. Literacy skills and strategies used and developed:
a. Students will begin will out a KWL (what do you know, what would you like to know, what have you learned) chart in regards to their own individual beliefs on violence, societies view of violence, etc.
b. Students will examine traditional literature texts, movies, and media clips (print and non-print) for violent stories, scenes, etc.
c. Students will begin generating a “What I Believe” theory over how they personally feel towards violence in all aspects of community and society.
4. Cultural beliefs, values and perspectives that might impact the learning of these concepts and how the lesson addresses this potential impact:
Students who may have a strong religious background may have a very different take on students who do not. Likewise, students who may have a more prejudice view on society may have a more violent outlook. Each of these views will be fostered and discussed in the classroom discussion so that each voice is equally heard and understood.
5. Step by step description of engagement process:
i. KWL—What do students already know and believe about violence, violence in their communities, violence on television and in the movies, violence in print (newspaper, books, etc.), violence in the world, etc.
ii. Students will break into small groups to discuss their initial personal views and beliefs about violence in society and in their own personal community (school, home, etc.)
iii. Students will be given various books, movies clips, media clips, etc to examine and discuss with their groups in terms of how those books, movies, media clips, etc. portray violence. With their groups, students will discuss the affect of violence on society and community.
iv. Students will engage in a class wide discussion of violence (almost in a lit study like session with personal beliefs and the previously viewed clips serving as the basis of the literature), what it is, what it means, how it is portrayed, etc. Teacher will act as meta-listener, recording students’ initial reactions, thoughts, beliefs, etc.
v. Students will conclude this lesson having a firm understanding of how the presently and personally feel about violence. They will begin to formulate their “I Believe” charts to be referred to at the end of the unit.
6. Meaningful assessment tied to concepts and purpose:
a. Assessment will be tied to how well students participate in discussion, examination of books and movie clips, participation in small groups, and beginnings of the “I Believe” chart.
b. Assessment will be tied to the concept and purpose of this lesson through the student discussion of different views of violence, understanding that there are different social and cultural perspectives of violence, and the further learning of what students want to know.
7. Materials and resource list:
a. Local community newspaper and one or two other big state newspapers (Dallas Morning News, Tulsa World, etc.)
b. Any Disney movie (The Little Mermaid, Bambi, Snow White, etc.)
c. CNN news clips pre-recorded or found online if needed
d. Violent video games (Mortal Combat, etc.)
e. Violent traditional literature (Hansel and Gretel, Little Red Riding Hood, etc.)